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INTRODUCTION If
we take into account that the border of our world is the language, then, it is
clear that the acquisition of a language means the broadening of the world of
the subject who learns a new language. More precisely, the acquisition of a
language and the gradual acquisition of the linguistic skills that are required
for the fulfillment initially of the everyday needs and gradually of the
integration in a society and the acquisition of its social and cultural norms
are of great importance nowadays that the old frontiers tend to disappear and
the ethnic identity has lost its omnipotence and it is not enough any more in
order that a person would feel secure and protected. In
other words, the language is the vehicle by which the gap between the immigrants
or the ethnic minorities and the people of the host country will be bridged
through the mutual interaction and the resulting mutual understanding. In
order that the above objective would be achieved, educators must have a clear
view of
The
knowledge of the above factors will help the educator to approach the trainee in
the appropriate way and thus create such a climate in the class which will
facilitate the self-realisation and subsequently the self-acceptance of the
trainee as well as his/her integration into the microcosm of the class which in
its turn will prepare the subject in question for his/her integration into the
social and national macrocosm. In
order that this would be achieved the educator must have a deep and unprejudiced
knowledge of the background of the trainee and thus become the catalyst of a
future successful integration and peaceful coexistence of self-realised,
different but equal subjects. Given
that the above factors are well considered and realized by the educators of
immigrants and ethnic minorities have to pass to the second step which is the
exploitation of the cultural heritage of the trainees, but not only for the
realization of the didactic procedure. What is a provocation for each sole
educator is to bring these elements in the surface of attention and interest,
make the trainees feel comfortable with themselves and thus by possessing both
traditions it is sure that we have created the conditions for further creative
cooperation and peaceful interaction. By
having achieved the above goals we have put the keystone for the creation of a
multicultural society, where the sole immigrant or member of an ethnic minority
will find the way for the fulfillment of his/her inner self by the exploitation,
transformation and recreation of the bicultural situation that he/she
experiences. In
this way the assets that each immigrant surely carries will be exploited and
each of them will acquire the place that he/she deserves and not a marginal one
as it is the case today in all our European civilized countries in a society
that appreciates the personal educational and cultural background and grants to
its members their deserved place. On
the whole through teaching immigrants we try to set a model not only of
acquisition of the language but also a model of integration through the
acquisition of the language in a given society while trying to comfort the
crisis that such a change as immigration causes, which might not be an
exaggeration to say that poses fear for life or death sentimentally, socially,
culturally and nationally. BIPLIOGRAPHY
Baker
C., Εισαγωγή
στη Διγλωσσία
και τη Δίγλωσση
Εκπαίδευση,
Αθήνα
2001 Βaynham
M.,
Πρακτικές
Γραμματισμού,
Αραποπούλου Μ. (μετ),
Μεταίχμιο Cummins,
J., and Swain, M.,
Bilingualism in Education, Longman 1986 Farrel
P., Multicultural
Education, 1990 Freeman
Rebbecca D., Bilingual
Education AND Social Change, 1998 Halliday
M.A.K., Language,
Social Life and Critical Thought,
1995 International
Symposium (Athens,
April 6-9, 1995), Education of Gypsies, Development of Teaching Material,
Athens 1997 Langue,
Langues en Europe,
Athens 2001 Rigas A., Education of Ethnic Minorities: Unity and Diversity, Athens 1999 Robertson
A.Ee.
& Bloome
D.,
Οι μαθητές/τριες
ως Ερευνητές/τριες,
Κάραλη Μ. (μετ), Μεταίχμιο Skutnabb-Kangas
and J. Cummins (ed),
Minority Education: from shame to struggle, 1988 Van
Herreweghe, M.L., Education
and the respect of Each’s Person’s Identity and Lived Values, Belgium Walterova E., Consideration of a Concept of Intercaltural Education in Europe, Czech Republic Γκότοβος
Α., Η
Κοινωνική Κατασκευή
Μειονοτικής Ταυτότητας,
2001 Δενδρινού
Β., Η
Διδασκαλία της
Μητρικής
Γλώσσας, www.komvos.edu.gr Ευσταθιάδης
Σ. (επ.υπ),
Ενδιάμεσο Επίπεδο
για τα Νέα
Ελληνικά, ΥΠΕΠΘ-Κέντρο
Ελληνικής
Γλώσσας,
Θεσσαλονίκη 2001 Eυσταθιάδης
Σ., Αντωνοπούλου
Ν., Μανάβη Δ., Βογιατζίδου
Σ., Πιστοποίηση
επάρκειας της
ελληνομάθειας, ΥΠΕΠΘ-Κέντρο
Ελληνικής
Γλώσσας,
Θεσσαλονίκη 2001 Κάτσιου-Ζαφρανά,
Η
Μάθηση στους
Ενήλικες Λύκου
Χ., Η Συστημική Λειτουργική
Γραμματική του
Μ.Α.Κ. Halliday,
Kέντρο
Ελληνικής
Γλώσσας
Θεσσαλονίκης Σκούρτου
Ε., Τετράδια
Εργασίας Νάξου,
Διγλωσσία, Πανεπιστήμιο
Αιγαίο Toκαλίδου
Β., Εισαγωγή
στη Διδακτική
των ζωντανών
Γλωσσών, Αθήνα EDUCATION
(intermediate) General
educational objectives At the end of this unit the student must be clear about the types of schools that exist, the qualification he/she can obtain, the needs and currents of the market and be able to choose the type of education that best fits his/her wishes, ambitions, dreams etc They must also be able to use the language in socially meaningful ways and make use of the target language. This of course presupposes that the student must have developed a certain degree of linguistic, pragmatic and sociolinguistic competence and they are able to engage successfully in communicative activities. Special
educational objectives Understanding
of oral speech
Understanding
of written texts
Production
of written text
Production
of oral speech
Communicative
objectives The student must be capable to participate in the formal or the informal education of the country efficiently. Sociolinguistic
objectives The knowledge of the social norms and attitudes towards education as well as the perspectives one has in the specific society after having obtain a specific qualification is essential and indispensable to the knowledge the student should have acquired after the end of this unit. METHODOLOGY The material which will be used for the teaching of this unit will be material which is actually used and is in circulation. The way in which this material will be used will simulate more or less to reality. Role playing might be a quite productive and challenging way of approaching this unit. More precisely the whole sequence of the unit demands the active participation of the student who will have to acquire knowledge linguistic, social and cultural at the same time which he/she must be able to put into practice immediately. FURTHER
INFORMATION The information that can be given to the students is mainly internet addresses where they can find information about the existing educational institutions and the chances one has. EVALUTION STUDENT’S EVALUATION
APPLICATION
OF THE ABOVE PLAN FOR THE TEACHING OF THE UNIT ‘EDUCATION’ FUNCTIONS Special
educational objectives Understanding
of oral speech
Proposed
tasks 1. Acquaintance of the basic vocabulary relating to education as well as all the relevant information about each institution 2. Invitation to enquire about the kind of education one prefers and the exact
perspectives one has Understanding
of written texts
Proposed
tasks 1. Ask the students to go through a prospectus and select a type of study 2. Ask the student to go through an application form and make sure that he/she understands it Writing a letter of interest for an educational institution in order to ask for information or clarification Production
of written text
Proposed
tasks 1. Writing a letter of interest for an educational institution in order to ask for information or clarification 2. Answering questions of written exams Production of oral speech Proposed
tasks 1. Ask the student to participate in a lesson and contribute orally to it 2. Ask two or more students to ask for and give information about an institution or about examinations etc
Sociolinguistic
objectives
Through the
application of the above exercises the student will acquire all the relevant
social and cultural information which is needed for the effective adjustment to
a new reality
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This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: |
